We intend to explore further the mechanism(s) by which ALPaCA grading results in improvements in student performance and why the scales of these improvements vary among student cohorts. In the short term, we plan to use existing instruments [1]}, [2]}, [3]}, [4]}, [5]} to assess how student self-efficacy with physics [6]}, [2]}, [8]}, [3]} and mindset [10]}, [11]}, [12]} are affected by the implementation of ALPaCA grading. Since self-efficacy and mindset are both linked with student performance [13]}, [8]}, we hypothesize that students will experience a more positive change (or less negative change) in their physics self-efficacy when ALPaCA is used. Similarly, we anticipate a larger fraction of the students will display a growth mindset when ALPaCA is used. It will be of particular interest to determine whether the identity correlated changes in student performance following the implementation of ALPaCA grading would be associated with similar identity correlated changes in self-efficacy or mindset.
